PANTHERPOST
February2017
JanuaryisaquietertimeatPBA.Fewerconcertsandmusicalendeavorsgivethestudentsand
facultytimeandspacetodiveintotheirsubjectsinadeeperway.Whilethestudentsare
makingsignificantprogressintheiracademicstudies,thefacultyisalsoembarkingonitsown
journeyoflearninganddiscoveryasweenteraphaseofcurriculumplanningandpreparation
fornextschoolyear.AtPacificBoychoirAcademy,weseeourselvesasa“learner-focused”
school.Everychallengeanddilemmaisanopportunityfordevelopmentandgrowth,andthatis
trueforallmembersofourcommunityfromtheboarddowntoourincoming4thgraders.The
newyearseemsliketherighttimetoapproachthatphilosophywithintention,achancetoresetourgoalsandre-focusourpriorities.Iambringingthatgrowthandlearningmindsettomy
practicehereasManagingDirectorandhopetoinspirethatinourfacultyandstudents.
Thecomingmonthwillbefullofvisitorsandnewopportunities,aswebringinartisticdirector
candidatesandprospectivestudents.Pleasewelcomethemandshowthemwhatastrongand
vibrantcommunitywehaveatPBA.
Thankyou!
1
th
Ms.Cole–Spanish
5thGrade
7 Grade
Theboyspracticedsayinghowpeoplefeelandusingtheverb
Estar.WealsolearnedaboutsomeoftheartifactsattheMexican
MuseumofAnthropology.IsharedwiththemalltheitemsIsaw
thereduringmytripin1997.WereviewedtheverbIr(togo)by
practicingsomesentencesverballyandcompletingaworksheet.
ThentheygottoplayTicTacToeinSpanishandtheyalso
completed3worksheetsstatingwhogoeswhereinSpanish.To
endtheweek,theboysplayedgrowaflowerwithcomplete
SpanishSentencesandhadSpanishlisteninglabonthe
computers.NextweekwewillreviewIr(togo)andtheywilltake
aunitquiz.Wewillalsostartthenextchapteronfoodandmore
presenttenseverbs.
Wehavebeenspendingmostofourclasstimelearninghowto
conjugateverbs.First,Iintroducedandpracticedsubject
pronouns.Then,theylearnedwhataninfinitiveisandseveral
examplesofinfinitive-arverbs.FinallyItaughtthemhowto
conjugatetheregular-arverbs.Lotsofpracticewithverb
conjugationsandevenafewroundsofGrowaFlower(aka
Hangman).Wewillcontinuetoexpandoursentenceswith-are
verbsintonextweek!
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th
6 Grade
8 Grade
Wecontinuedourlearningofhouseholditemsandrooms.They
practicedsayingwhatitemsarefoundinwhatroomsinSpanish.
Thentheboyshadtowritetheirownquestionsaboutitemsand
roomsinSpanishandasktheirclassmates.Wethenstarteda
packetthatguidesstudentsinsmallstepstocreatequestionsand
answersinSpanishpertainingtofamily.Wealsodidsentence
buildingexercisesdescribingfamilymembersandthentheboys
completedacrosswordpuzzleoncommonSpanishverbs.I
introducedthe“MiFamiliayYoproject”,whichtheboyswillbe
presentingthisweek!I'mexcitedtolearnmoreaboutthemand
theirfamilies.(It'soneofmyfavoriteprojectsoftheyear!)
WefinishedourpracticewiththeverbsSaberandConocer.We
readsomeinterestingcultureaboutDominicanartandstudied
foralengthyandchallengingquiz,whichtheboyfarsurpassed
myexpectations!Wespentaperiodwheretheboyscreatedand
askedquestionstoeachotherinSpanishrelatedtosports.They
madesomeverycreativequestionsanddidagreatjobanswering
theminSpanish!Wejuststartedthenextchapteronhealthand
natureactivities,learningthevocabulary,andthentheboys
askedeachotherquestionsaboutbeachactivities.Iwill
introduceandthenpracticethePreterite(pasttense)nextweek!
2
th
7 GradeScience
Mr.Leo
th th
4 /5 GradeScience
Previouslyinscienceclassstudentsdelvedintotheprocessof
MeiosisbymodelingthestepsincontrastwithMitosisusingtiny
piecesofpipecleanerwhichrepresentedchromatidsand
centromeres.Studentsthenexploredpollensporesfromthe
gymnosperminourbackyardunderneaththemicroscopeand
finally,studentsidentifiedpartsofanangiosperm,inthiscasethe
princessflower,bydeconstructingitallthewaytotheovules.
Nextup,studentswillexplorehowanimalsreproduce,froman
organstandpoint,andthenexplorehowDNAiscarriedonto
futuregenerations.
PreviouslyinscienceclassstudentssubmittedtheirScienceExpo
ideasandareintheprocessofgettingthemapprovedfor
experimentation.TokickoffourPhysicsunit,students
investigatedforcesinseveralways:
•
First:Investigatingtherelationshipbetweenforceapplied,
distancetraveledandweightusingapingpongballversusa
marble.
•
Second:Observingtheeffectgravityhasonabasketball
shot,creatingaparabolicshape.
•
Third:Exploringanonlinephysicsbasedgamecalled
Launchball,wherestudentscreatelevelsthemselvesusing
severaldifferentforces.
Nextup,studentswillbegintheirScienceExpoexperimentsat
home,andwe'llconcludeourphysicsunitwithaproject.
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8 GradeScience
Previouslyinscienceclassstudentscompletedtheirbuoyant
forceengineeringchallenge,creatingboatsoutofjust15x15cm
sheetsofaluminumfoil.Afterwards,studentsexploredhow
densityisrelatedtobuoyancybyfirstmeasuringthedensityof
waterinacontainerusingagraduatedcylinderandascale.They
thenmeasuredthevolumeofacup,the“ship”,anddetermined
preciselyhowmuchmass“booty”couldbeaddedbeforethe
“ship”sank.Theircalculationsprovedcorrect,asthewaterrose
abovethelidofthe“ship”,butthankstowater'sviscositydidnot
sinkit.Studentsthenaddedsalttothewatertodeterminethe
effectthishadonthebuoyancyandtheamountof“booty”they
couldcarry.
Next,studentsbegantheirunitonchemistry,firstlookingathow
atomsareorganized.Theyobservedaballoonthathadbeen
rubbedonhairchangethedirectionofthewaterstreamfroma
faucet.Theythenlearnedhowelectronsemitspecific
wavelengthsoflightwhenexcited,byobservingdifferentsalts
whenexposedtofire.Someorange,someblue,somegreen!
Finally,studentsparticipatedinaBohrmodelshowdowninthe
theatre,usingchairsandtwodifferentcoloredpaperballsto
modelelements,isotopesandions.ThepillarsofPBAwereon
displaysasbothteamsdelegatedrolesamongstthemselvesnonverbally,startedintenseandfocusedindividualwork,andwhenit
wastimetocommunicateseemedtodoittelepathically.
Nextup,studentswillcontinuetheirunitonchemistryby
exploringfirst-handhowionicandcovalentbondsaremade
possible.
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6 GradeScience
PreviouslyinscienceclassstudentspresentedtheirMusical
Instrumentsanditwasafantasticexperienceforallinvolved.
Thankstoalltheotherclassesforcomingoutandshowing
support,ithelpedtomakeitareallyspecialeventandatradition
fromhereonout.StudentsjumpedbackintoourEarthScience
curriculum,practicingfortheirupcomingShakespeareplayby
enactingasmallargumentamongstAlfredWegener,his
supportersandhisfellowopposerstohisContinentalDrift
Theory.StudentsthencreatedPangea,usingWegener’scollected
evidencetoputthecurrentdaycontinentsbackintoplace.
Nextup,studentswillexplorehowtheContinentalDriftTheory
wasfinallyvalidatedmanyyearslater,andalsodelveintoour
Earth’scoreoncemoretounderstandhowcontinentsmoveand
whathappenswhentheydo.
6thGradeMath
Previouslyinmathclassstudentsupourunitonfractionsby
learninghowtocreatebarmodelsfrommultistepword
problems.Theythenlearnedhowtobeststudyfortheirtest,
reviewingtheircornellnotes,creatingflashcardsandfinally,
creatingsampletestquestionsandansweringthem.
Nextup,studentswillgothroughtestcorrectionsandthen
understandhowtosolvemultistepwordproblemsinvolving
ratiosandrates..
3
th
th
4 /5 Homeroom
Theboysarealsolearningaboutdifferenttypesofpoetryand
implementingconsonanceandalliteration.Mostrecently,we
focusedonmetaphorsandwroteafamilypoemusingmetaphors.
Someofmypersonalfavoriteswere:
Comingbackrestedandrefreshed,webeganthenewyearsetting
goalsinfourareas:PersonalGrowth,Academic,Health,
Relationships(withfamilyandfriends).Wethendecidedhowwe
wouldtrackourgoals.Somestudentschosechartswhileothers
chosediaryentries.Everycoupleofweekswedoaself-reflection
onhowwearedoing.Wearecontinuingourstudiesofthe
FrenchandIndianWarandwillsoonmoveintolearningabout
theRevolutionaryWar.Theboysareenjoyingcomparingvarious
picturebooksonslaveryandwillchooseonestorytodoaproject
on.Wewillkeepyoupostedwhenwewillpresenttheseprojects
andperformashortrecitalofAfricanAmericanSpirituals.
Inmath,fourthgradeisimplementingallofourfunctionsinto
calculatingrealworldwordproblems.Fifthgradeismultiplying
fractions.Inart,wemademobilesofourNewYear’sResolutions
andlearnedtodrawcartoons.Wearenowareredecoratingthe
classroomfortheChineseNewYear.Wefashionedredlanterns
outofconstructionpaperandaredesigningourowndragon
maskstomaketheroomcomealivewithcolor.BettyHongand
CooperHongwillbedoingapresentationabouttheChineseNew
Year.Wearealwaysgratefulforguestspeakers!
“MyfamilyisaKitchen”
Myfamilyisakitchen
Maisthepotsandpans,physicalandhardcore
Mommyisthesugar,alwayssweeteningthingsup
Harry,myEnglishBulldog,isthesinkthatcleanseveryoneup
duringhardtimes
Benisthespice,unpredictableattimes
Myotherbrotheristheflour,heisineverymealbutshytoshow
hisflavor
Jakeisthemaincourse,hedemandsalotbuttakesverylittle
Zaharaisthecocoapowder,shecanbouncetobothsidesbitter
andsweet
AndIamthecook,Imixeveryonetogether
“Myfamilyisacar”
Myfamilyisacar
Mymomistheenginewhichkeepsusallgoing
Mydadisthemetalwhichprotectsus
Mydogsarethewheels,alwaysmoving
Elijahisthepaint,alwaysbright
Josephisthehelmet,annoyingbutsafe
Iamthedriver
4
Mr.Gabri
th
th
ThenarratoristellingusthatTomisnolongerjustacarefreeboy;
heisgrowingupandunderstandingwhatthatmeans.Itmeans
hehastostartworryingaboutthingsliketimeanddeath.It
meansthatheisnowtrappedinsideofadulthoodandthathecan
nevergethistimeasaboyback.Itishistorynowandhistorywill
eventuallybe“swallowedupinthethicknightofoblivion.”
Thewaythatthenarratortalksaboutallthehistoricaleventsthat
could’vehappenedwhilethestalactitewasdropping,showshow
lifeislikeaconstantdrip-drop.Justthesamethingoverandover
againforanextendedtime.Ithinkthenarratorsays“Nomatter”
becauseonceyouaregone,whatyouhavedoneorwhereyou
weregoingdoesn’tmatter.Thereisgoingtobeanotherperson
bornwhohasthesamedrip-droplifethatyouhad.
Ithinkthecaveistheimpetusforthenarrator’sreflections
becauseitrepresentsbirthanddeath.IthinkforTomthecave
wastransformational.IthinkitwasthedeathofthechildishTom
andthebirthofthenew,matureTom.Ialsothinkthatthecave
representsatrialthatTomhastopassbeforehecanrejoin
society.WhileinthecaveTomshowshowhehasgrownupby
actingwiselyasBecky’sprotector.
ThenarratortalksaboutthecycleoflifebecauseTomandBecky
aregoingthroughthesamecycleeveryoneelsehasgone
through.Thecycleisyouarebornandthenyoudie.Thecave
representsBecky’sreproductiveorgansandTombecominga
man.InthecaveiswhereTomseesInjunJoeandhastomakea
choicebetweenalifeoffreedomandadventureandanormal,
domesticonewithBecky.HechoosesBecky.
Ithinkthatthestalactitesandstalagmitescomingtogether
representanhourglass.Everydropofwaterrepresentsmore
timepassing.Itshowseverythingismeaninglessandthatno
matterwhathappensthewaterwillkeepdropping.
Thestoryisacoming-of-agestory,anditisabouthowTomgrows
upandmaturesthroughhisadventuresandhislife.Thepassage
isaboutthepassingoftimeandwhetherornotlifehasa
purpose.Thisseemstobetheoppositeofcoming-of-agebecause
itrepresentslifeasalwaysbeingthesame.Thisisanewconflict
thatthepassageintroducesinthestory.
Thenarratorusestheimageryofthestalactiteandthestalagmite
toshowthatthecavewasmorepowerfulthananythinghumans
caneverdo.Notonlyisthecavemorepowerfulthanhumans,
butwhatMarkTwainportraysitasismorepowerfulthan
humans.It’sportrayedastheendlesspassageoftimejust
carryingontowardsoblivion.It’sportrayedasdeath.Andit’s
portrayedasrebelliousness.Thepassageattemptstomakethe
readerfeelinsignificant,aspeckamongaduststorm.Theendof
thatquoteasksaboutpurpose.Thenarratordoesn’tknowif
thereisapurpose.
th
6 /7 /8 GradeEnglish
TurntoanypageofTomSawyer,andyouwillreadthere,
betweenthelines,aninconvertibletruth--atruthintheformofa
primalscreamthatsays,“Holdontoyouryouth!”Holdonasif
yourlifedependedonit.Holdonasifitwastheonlythingworth
holdingonto.Holdonbeforeitslipsawayintotheshadowsofa
futurethatredeemsitselfinrecollectionsofanirredeemable
past.ThestoryofTomSawyerisasmuchaboutaboywho,
despitehistrepidationsandfears,decidestogrowupand
becomeaman,asacynicalnarratorwhoputsasidehisown
trepidationsandfears,aboutbeingaman,justlongenoughto
singasong,innarrativeform,aboutthejoys,wondersand
mysteriesofboyhood.Butallthat--andbythatwemeanboththe
boy’stransformationaljourneytoadulthoodandthenarrator’s
refusaltoconfronttheconsequencesofthatviolent
transformationinhimself--comestoanendinMarkTwain’s
versionofPlato’s“AllegoryoftheCave.”IfPlato’s“Allegoryof
theCave,”inTheRepublic,istobetakenseriously,thenthe
enlightenedphilosopherwhomanagestocomeoutofthecave,
unlikethe“captives”whochoosetoremaininitsdarkness,isthe
onlyonewhocanperceive“thetrueformofrealityratherthan
themanufacturedreality.”InTwain’sparodyofthisallegory,the
onlyrealityonecanseeorperceiveinthelightofday,after
leavingthedarkcave,theonlyrealityworthseeingor
confronting,theonlyrealityworthyofthename“reality,”isthe
darknessofoblivion:
“Thepoorunfortunate[i.e.,InjunJoe]hadstarvedtodeath.In
oneplace,nearathand,astalagmitehadbeenslowlygrowingup
fromthegroundforages,buildedbythewater-dripfroma
stalactiteoverhead.Thecaptivehadbrokenoffthestalagmite,
anduponthestumphadplacedastone,whereinhehadscooped
ashallowhollowtocatchthepreciousdropthatfellonceinevery
threeminuteswiththedrearyregularityofaclock-tick--a
dessertspoonfulonceinfourandtwentyhours.Thatdropwas
fallingwhenthePyramidswerenew;whenTroyfell;whenthe
foundationsofRomewerelaidwhenChristwascrucified;when
theConquerorcreatedtheBritishempire;whenColumbussailed;
whenthemassacreatLexingtonwas"news."Itisfallingnow;it
willstillbefallingwhenallthesethingsshallhavesunkdownthe
afternoonofhistory,andthetwilightoftradition,andbeen
swallowedupinthethicknightofoblivion.Haseverythinga
purposeandamission?Didthisdropfallpatientlyduringfive
thousandyearstobereadyforthisflittinghumaninsect'sneed?
andhasitanotherimportantobjecttoaccomplishtenthousand
yearstocome?Nomatter.”
TheboysandIpuzzledoverthiscuriouspassage,comingnearthe
endofTom’striumphantjourney--afterhedefeatsthevillain,
conquershisfears,winshisgirl’sheart,andfindstheburied
treasure--andwonderedwhyTwainwouldjuxtaposethiscomingof-agestory,abouttheevolutionofaboyintoaman,with
musingsabouttheevolutionofmankind,fromitsdarkesthours,
whenhumansliterallylivedincaves,toitsevendarkerfuture,
whenhumanity’shourisup?Hereisasamplingofwhatsome7th
and8thgradershadtosay:
5
th
(Mr.GabriContinuedfrompage5)
ThenarratorcallsInjunJoea“flittinghumaninsect.”Thisis
anotherreferencetothefactthatweareinsignificant.Aninsect
isinsignificanttous.It’ssmallerthanusandhasashorterlife.In
respecttothecave,humansliveashortlife.Theyaresmalland
cansometimesbeaminorannoyance(i.e.breakingastalagmite),
butitwillfixitself.Aninsectcanbiteyou.Itcanstingyou.But
youwillprobablyheal.Thelifeofalllivingthingsflitsby.The
Earthseemsimmortal.Butitisnot.Thecaveseemstolive
forever.Butnothingwill.Everythingwillbeswallowedupand
justbeadripintooblivion.
Attheendofthepassagethenarratorsays“Nomatter.”Now
thiscanmeanverydifferentthingsdependingonwhatwe
imaginehistonetobe.“Nomatter,”whensaidinanangrytone
showsthatthenarratorisannoyedandangrywiththeunjust
waysoftheworldandnature.If“Nomatter”issaidinatonethat
suggestsitisoflittleimportance,thatshowsthatthenarrator
doesnotwanttodelvefurtherintosuchasadtopic.Finally,ifthe
“Nomatter”issaidinasighingtone,thisshowsthatthenarrator
ispastbothangerandsadnessandinsteaddecidestosimply
acceptthatthereisnothinghecandotochangewhatnaturehas
instore.
Somuchforgrowingup!
TheboysandIarenowtacklingJuliusCaesarandlearningwhat
Shakespearehastoteachusaboutpolitics,history,andthe
politicsofhistory.Moretocome…
7 GradeLatin
WehavebeenreadingLatinjokesandparablesinordertogeta
senseofhowthelanguageisstructuredinlongerparagraphs.We
havealsobegunaunitontheancientRomanepicTheAeneidasa
waytoapproachthecomplexitiesoftheRomanEmpireasit
expands.Forexample,wetalkedabouthoweventhoughVergil
wrotetheAeneidforAugustus,healsousedhisworktocritique
thedownsidesofpower/imperialism.Tothatend,wearealso
discussinghowGreeceandRomecameupintherecentelection--
bothhowTrump'sadvisorsclaimedtheclassicallegacyastheir
ownandhowTrumpopponentscompareTrumptoRoman
dictators.Ithenhadtheboyschooseamodernarticleoftheir
ownandusetheirknowledgeoftheRomanworldtoevaluateit.
Thisledtoagreatdiscussion!Onegroup,forexample,chosean
articleabouthowsome"fakenews"sitesuseGreece/Rometo
argueforwhitesupremacistideas,andhowfalsetheirarguments
areinlightofactualRomanhistory.Thisallowedustotalkabout
howmulticulturaltheRomanEmpirewas,anddefinitelynot
solelyEuropean.Italsoprovidesaconvenientseguetoournext
unit,whichwillbeonAfricandiasporicauthorsinbothAncient
Romeandincontemporaryclassicalscholarship.
Ms.Echeverria
th
6 GradeHistory
WehavejustcompletedourunitonAncientGreece--
concentratingparticularlyonAthensandSpartaandthePersian
andPeloponnesianwars.Theboyshadtheirexamonthisunit,
andwewillsoonbemovingontoHan-eraChina.Onehighlightof
ourGreeceunitwastheboys'reenactmentoftheMytilinean
debateinThucydides--adebateamongtheAtheniansabouthow
harshly(ornot)topunishoneoftheirislandcoloniesthathad
revolted.Ultimately,theboys'debateendedindecidingtoput
theMytilineanstodeath---whichisinterestingsinceit'sthe
oppositeofwhathappenedhistorically.Wealsousedthisdebate
asajumpingoffpointtoconnecttheAncientGreekworldwith
ourownrecentelection.Inparticular,wetalkedaboutsomeof
thedownsidesofdemocracythattheboyshadnotconsidered
before--likehowtheancientAtheniandirect(vsrepresentative)
democracyledtosomedemagoguestakingpowernotbecause
theirideaswerenecessarilytrue/good,butbecausetheywere
powerfulspeakerswhocouldharnesstheangers/emotionsofthe
people.WealsowatchedavideoaboutancientSpartanmilitary
techniques,whichtheboysfoundsointerestingthatwehave
decidedtodoa"recreatingarealSpartanshielddesign"activity
nextweek.
th
8 GradeLatin
Wehavebegunpracticingmore"natural"strategiesofreading--
forlongerchunksofLatin.Inparticularly,thestudentsare
practicingbecomingcomfortableenoughwithLatinthatrather
thanhavingtoparseeveryword,theboysshouldsoonbeableto
readmorequickly/forcomprehensionratherthanfor
grammaticalminutiae.Inordertotransitiontothesehigherlevel
readingskills,wearepracticingquicklyreadingparagraphsand
answeringcomprehensionquestionsabouteach(ratherthan
laboriouslyanalyzingeverysentence).Idecidedtomakethese
readingsseriesofjokesfromPetronius,asawaytohighlightthe
oftenslapstickhumoroftheancientRomans.Wearealso
workingonthenew,higherleveloftheNationalLatinExamthat
theboyswillbetakingforthefirsttimeinPBAhistorythisMarch!
6
Mr.Kwett
th
7 GradeMath
We’vebeenworkingonfindingtheareaandvolumeofshapes,as
wellasgraphingpointsonacoordinateplane.Studentshave
beenworkingindividually,inpairsandasaclasssolvingword
problemsandhelpingeachothermemorizenewmathtermslike
function,domain,range,input,output,rhombus,trapezoid,etc.
Inthisphoto,studentsaremakingshapesforeachothertosolve
usingtheirareaformulas.
th
8 GradeMath
Coincidentally,studentsareatthepointinourUSHistory
textbookwhenthefirstwaveofpopulismsweptthecountrywith
AndrewJackson’selection.Wediscussedtheinaugurationand
recentpoliticaleventswithafocusonfactsandhistorical
precedent.Oninaugurationday,wevisitedtheOaklandMuseum
ofCaliforniatoseetheirexhibitontheBlackPantherParty.We
learnedaboutredliningandsegregationinOakland’shistoryand
discusseddifferentmethodsAmericanshavetakentofightfor
civilrightsoverthepasttwohundredyears.
th
8 GradeMath
Theeighthgradershavebeenworkingwithpolynomials,learning
howtofactorandsolvecomplexequationsusingthequadratic
equation,grouping,completingthesquare,andothermethods.
We’realsobeginningtographthesequadrilateralsina
coordinateplane.
th
7 GradeHistory
Inseventhgrade,studentsarelearningaboutmedievalandearly
RenaissanceEurope.We’rethinkingabouttheimportanceof
diversity,cosmopolitanismandopentraderoutesinendingthe
middleagesandbringingaboutthemodernera,andabouthow
thosevalueshavecomeunderthreatatcertainpointsinhistory.
Studentsarelearningaboutthelivesofeverydaypeopleduring
feudalismandthemanorsystem,andleadinguptoearly
capitalistindustrialsocieties.Welearnedaboutthestrengthsand
weaknessesofmedievalFeudalism,andhowprimogeniture,or
rulepasseddowntofirstbornson,createdstabilityaswellas
chaosduringthemiddleages.
7
CoachScott
P.E–AllGrades
CoachScottandMr.Hampton
Advisory
RightnowinPEweareplayingourhockeytournament.Teams
arevyingforaspotinthechampionshipgame!
Also,recentlyIgaveout"rings"(ringpops)tostudentswhohad
beenonawinningteaminaPEtournament.Thisisanextra
specialprizeandIspokeabouthowimportantitistonevergive
up!Therewillbemoreopportunitiesthisyearandthroughout
thecareerofaPBAstudenttowina"ring."
Inhockey,studentshavelearned:
-grip
-dribble
-pass
-catch
-slap-shot
-wrist-shot
-goaltending
-basicstrategy
-hockeysafetyrules
ThanksforreadingandIwillseeyouallaroundbeschool!
JanuaryTownHallmeetingsandAdvisorysessionsincluded
discussions,journaling,videos,andactivitiesabout
resolutions/goalsforthenewyear,privilegeandthinkingof
others,viewsonthesocialclimatepostinauguration,beingan
ally,andsensitivitytoothers.We’llcontinuewithlearningabout
whatmakesanawesomeleader,teamworkandcollaboration,
showingrespectininstancesofbullyingandputdowns,thingswe
shouldsaymoreoften,howtodisagree,andtakingpersonal
responsibility.We’vegottenalotoffeedbackfromparentsand
areincorporatingthoseopinionsandideasonthelevelsof
individualstudent,specificgrades,andasastudentbody.
8